Following a 3-Part Format For Problem-Based Lessons from Teaching Student-Centered Mathematics by John Van de Walle. Have students express a given problem as an equation in which a symbol is used to represent an unknown number. Then, have the student solve the equation. Here are some pictures that I took on the number balance at the NRich site:
2 + ? = 5 or 2 + _ = 5 etc.
2 + 3 = 5
Patterns & Relations - Variables & Equations | | Curriculum Wide Resources Patterns & Relations - Variables & Equations
Table of Contents
Patterns & Relations - Variables & Equations
B5
Express a given problem as an equation in which a symbol is used to represent an unknown number.B6
Solve one-step equations involving a symbol to represent an unknown number.Curriculum Wide Resources Patterns & Relations - Variables & Equations
http://nrich.maths.org/4725 (Nrich Activity - Number Balance)Full screen number balance - http://nrich.maths.org/content/id/4725/balancer.swf
http://nrich.maths.org/5676 (NRich Activity - Getting the Balance)
http://nrich.maths.org/4734 (NRich Activity - Are You Well Balanced?)
Following a 3-Part Format For Problem-Based Lessons from Teaching Student-Centered Mathematics by John Van de Walle. Have students express a given problem as an equation in which a symbol is used to represent an unknown number. Then, have the student solve the equation. Here are some pictures that I took on the number balance at the NRich site:
2 + ? = 5 or 2 + _ = 5 etc.
2 + 3 = 5